An Investigation of Incidental Vocabulary Acquisition in Relation to Learner Proficiency Level and Word Frequency

By E. Tekmen, Aysegul Daloglu. 2006

97 citations recorded by the source corpus.

This study examined the relationship between learners' incidental vocabulary acquisition and their level of proficiency, and between acquisition and word frequency in a text. Participants were Turkish learners of English at three proficiency levels. One reading text and four vocabulary tests were administered over a two-week period. Analyses of the data revealed that lexical gains from reading were significant for each group (p < .05). The higher proficiency groups were able to acquire more words than lower level groups. Word frequency in the text was also a signijicant fac tor in vocabulary acquisition (p <,051, with 29% of the variance in acquisition being accounted for by frequency. However, frequency did not play a greater role in the vocabulary acquisition of lower level learners than in that of higher level learners.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0842d8ffc122e79633a50aa9601900298af90666

How researchers see this paper

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In Developmental and Educational Psychology

1. Stuart Webb
2. A. Chang
3. Yanxue Feng
4. Takumi Uchihara
5. Akifumi Yanagisawa
6. E. Peters
7. Chun-Ta Chen
8. John Truscott

In Language and Linguistics

1. Stuart Webb
2. Yanxue Feng
3. A. Chang
4. Takumi Uchihara
5. Akifumi Yanagisawa
6. Chun-Ta Chen
7. John Truscott
8. E. Peters

Citations in the corpus

• The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition (2010, background): “Thus, Webb’s (2007) finding that productive scores correlated more highly with number of repetitions than did receptive scores may be the result of his reliance on an immediate posttest without follow-up testing.”
• LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “This is supported by earlier studies that have found positive correlations between prior vocabulary knowledge and vocabulary gain through reading (Horst et al., 1998; Tekmen & Daloglu, 2006; Zahar et al., 2001) and viewing (Peters & Webb, 2018).”
• HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM? (2015, background): “Zahar et al.’s study was replicated by Tekmen and Daloglu ( 2006 ) with Turkish EFL students.”
• The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies (2019, background): “…same text (i.e., The Golden Fleece), mode of input (i.e., reading with audio support), and test format (i.e., meaning recognition through a multiple-choice test), Zahar et al. (2001) and Tekmen and Dalog·lu (2006) reported varying sizes of correlations (r = .21–.40 and r = .45–.56, respectively).”